A context-aware video prompt approach to improving students' in-field reflection levels

Hung, I‐Chun; Yang, Xiu-Jun; Fang, Wei-Chieh; Hwang, Gwo‐Jen; Chen, Nian-Shing

doi:10.1016/j.compedu.2013.08.007

Cited by 65 publications

(32 citation statements)

References 31 publications

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“…At this stage, the RBs provided in the course present as neutral, static and stand-alone artefacts that become available to all students in the same fixed order (except in Chapter 5 which offers choices). More research is needed to accommodate the RBs' nature (Bartholomé & Bromme, 2009;Stadtler & Bromme, 2008), modalities (Hung, Yang, Fang, Hwang, & Chen, 2014;Papadopoulos, Demetriadis, Stamelos, & Tsoukalas, 2009), exposure time (Gama, 2004), pattern of interaction (reading/watching information, giving information, verbalizing information, Saito & Interactive Learning EnvironmentsMiwa, 2007), learning event (Verpoorten, Poumay, & Leclercq, 2007) supported by the reflection (Kauffman, Ge, Xie, & Chen, 2008), role of tutors in the reflection process (Van den Boom, Paas, van Merrienboer, & van Gog, 2004), etc., to learners' individual characteristics (abilities, shortages, preferences, dispositions, acceptance of reflection, etc.) and content domains (Hoffman & Spatariu, 2008;Stark & Krause, 2009).…”

Section: Discussionmentioning

confidence: 99%

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

Verpoorten

Westera

2014

Interactive Learning Environments

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The purpose of this article is to gain an insight into the effects of practicing short, frequent, and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded "reflection rituals," they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.

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Section: Discussionmentioning

confidence: 99%

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

Verpoorten

Westera

2014

Interactive Learning Environments

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“…Entre los investigadores que han intentado desarrollar entornos de aprendizaje que combinan contextos del mundo real y recursos del mundo digital para proporcionar a los estudiantes experiencias directas del mundo real, con apoyo en las teorías del aprendizaje podemos citar a (Minami et al (2004), Hung et al (2014), Wu y otros (2013a, b).…”

Section: Sobre El "Aprendizaje Ubicuo Sensible Al Contexto"unclassified

“…Sobre la importancia de proporcionar estrategias de aprendizaje efectivas, herramientas y apoyo de aprendizaje personalizado en sistemas de aprendizaje ubicuo conscientes del contexto, es decir, sobre incorporar tutoría inteligente o técnicas de aprendizaje adaptativo, han escrito Hung et al (2014), Wu et al (2013a, b).…”

Section: Sobre El "Aprendizaje Ubicuo Sensible Al Contexto"unclassified

La universidad inteligente: La transición de los LMS a los Sistemas Inteligentes de Aprendizaje en Educación Superior

Ros¹

2018

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ResumenComo sucede en otros ámbitos, también en la Educación Superior se detecta que el uso de la Inteligencia Artificial (IA) puede ser, y en algunos casos está siendo, un potente medio de inclusión a través del apoyo adaptativo en la ayuda pedagógica y en la entrega de recursos. Además puede hacerlo de forma sensible, relevante y pertinente con la situación personal y grupal de aprendizaje de los estudiantes, como respuesta a su demanda de conocimientos y para el desarrollo de sus habilidades. Se necesita pues un marco de modelo pedagógico y de diseño instruccional, que integre a los alumnos en los nuevos entornos y oriente esa ayuda a unos resultados de aprendizaje comunes a todos y deseables. Planteamos igualmente la necesidad de un análisis de las condiciones necesarias para su validación. Por último, proponemos, a través de análisis basados en experiencias, respuestas concretas ante la insuficiencia de políticas instituciones que contemplen modalidades de integración y sus repercusiones. Palabras claveAprendizaje inteligente, sistemas inteligentes de gestión del aprendizaje, aprendizaje adaptativo, aprendizaje consciente del contexto, educación superior AbstractAs it happens in other fields, also in Higher Education it is detected that the use of Artificial Intelligence (AI) can be, and in some cases is being, a powerful medium of inclusion through adaptive support in pedagogical help and in the delivery of resources. And to do it in a sensitive, relevant and pertinent way with the personal and group situation of students' learning, in response to their demand for knowledge and for the development of their skills. There is a need for a framework of pedagogical model and instructional design that integrates students and guides this help to common and desirable learning outcomes. We also raise the need for an analysis of the conditions necessary for its validation. Finally, we propose, through analysis based on experiences, concrete answers to the insufficiency of institutional policies that contemplate modalities of integration and their repercussions.

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“…[6] observed that students should construct meaning from the tools that they use and the mathematical tasks in which they are engaged. They elaborated that learners construct mathematical meanings from tools as they use them.…”

Section: Conceptual Framework:-mentioning

confidence: 99%

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

Elrazek¹,

Galala²

2017

IJAR

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A context-aware video prompt approach to improving students' in-field reflection levels

Cited by 65 publications

References 31 publications

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

La universidad inteligente: La transición de los LMS a los Sistemas Inteligentes de Aprendizaje en Educación Superior

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

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